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Japan Under 13 the Shogun

FIGURE 13-1 The story of the 47 ronin has been made into many plays, movies, and books in as well as in other countries. Why do you think this is so?

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WORLDVIEW INQUIRY Geography How do forms of and decision-making reflect a society’s Knowledge Time worldview?

0.20.0 Worldview1.00.80.60.4 Economy Beliefs

1701. Japanese nobles went to the court of the shogun to pay Values Society tribute.

he shogun, the ruler of Japan, sent for TLord Asano and other nobles to meet with a In This Chapter representative of the emperor. A court official, In the last chapter, you explored Kira, was assigned to teach Asano the correct way how the to behave. When Asano didn’t give Kira a large influenced how the Japanese saw enough payment for his help, Kira insulted him themselves and their place in the repeatedly in front of the other nobles. Asano world. One way we can begin to became angry, pulled his and cut Kira’s arm. understand a culture’s sense of Asano knew he had committed a forbidden identity is through its stories. act—he had drawn his sword in the How did values of Japanese soci- and wounded an important official. As a result, on ety lead to the events in the story of the 47 ronin? How was order of the shogun Asano took his own life. Japanese society organized and Now that Lord Asano was dead, his 47 how did its members relate to became ronin, that is, without a master. one another? They had lost their honour and their position in society. Out of loyalty to their master, they swore to avenge his death. They launched a surprise attack and killed Lord Kira in his home. They had fulfilled their duty in avenging their master, but duty now demanded that they also kill themselves. The 47 ronin are buried side-by-side in Sengakuji Temple in . Today, they are remem- bered as great heroes in Japan.

Honourable behaviour has always been an important value in Japanese society. How are the actions of people in this story affected by ideas of honour? What other values are demonstrated in this story? Chapter 13 Japan Under the Shogun 283 ABSS8_ch13.qxd 2/8/07 3:53 PM Page 284

Power and Control

The story of the 47 ronin is one of the most beloved Japanese stories. It How can military power and social structure be has been said that “to understand the story of the 47 ronin is to under- used to maintain control in stand Japan.” What do you think this means? What story or stories in a society? Canadian history do you think might help people in other countries to understand Canada? The story of the ronin took place during the Edo or period of Japanese history, which lasted from 1600 to 1868. Edo, the present-day city of Tokyo, was the capital during this time and the Tokugawa shogun were the rulers. In the hundred years before the , Japan was locked in almost constant warfare. Powerful landowners, or nobles, known as daimyo competed with one another for territory and power. What did it take to finally end the chaos and bring order to the country? The answer is a strong and clever leader.

FYI…

The Tokugawa shoguns, because they all have the same surname, are referred to by their given name, for example, is called “Ieyasu.”

FIGURE 13-2 These are the graves of the 47 ronin. Every year on December 14, the anniver- sary of the attack on Lord Kira, honour the memory of the 47 ronin.

Unifying the Land FIGURE 13-3 This contemporary woodblock print shows Tokugawa Tokugawa Ieyasu (Toe-koo-guh-wuh Ee-ay-yuh-soo) became the most Ieyasu in traditional Japanese powerful man in Japan after he defeated rival daimyo and generals in a style, with a stiff, angular robe great battle. Three years later in 1603, the emperor made him the and realistic face. What impres- sion of the shogun do you think shogun. Although the emperor technically ruled the land, the shogun the artist is trying to convey? really held all the power.

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Ieyasu had won power through military strength, but now he needed to Think IT THROUGH hold onto it. He was determined to create such a strong shogunate that no one would dare to challenge him or his descendants. His plan was to create Why is it hard for a ruler to hold onto power through a long-lasting and stable government. The first step was to control the military strength alone? daimyo, some of whom had fought against him before he became shogun. Think of rulers you have read Ieyasu had the daimyo watched closely. He gave loyal domains, that about in previous units and is, areas of land, next to the domains of lords whose loyalty he questioned. modern political leaders. How do they hold onto their Other effective measures that brought stability to Japan were taken power? What do you think is by Ieyasu’s successors. These included: the best way for a leader to gain and maintain power? ◆ Alternate attendance. This meant that every second year the daimyo were forced to live in Edo. The other year they would live in their domain. The cost of keeping up two homes and moving SKILL POWER every year meant that daimyo would not have the time and money to challenge the shogun. In addition, daimyo were required to leave What problems did the shogun anticipate he family members in Edo during their absence. They were called would have with the “guests of the shogun,” but really they were hostages. If there were daimyo? How did he any uprisings or even rumours of a plot that involved an absent solve each of these daimyo, his family members were killed. problems? Create a Problem/Solution ◆ Sharing Power. The bakuhan system of two levels of government chart to organize your was established. The shogunate, the equivalent to our federal gov- thinking. Gather infor- ernment, had control over important matters such as foreign trade mation from pages 285 and relations. The daimyo controlled local affairs in their territory. and 286. ◆ Strict Laws. Laws established by the shogunate controlled many Problem Solution aspects of the daimyo’s lives, such as dress and marriage. They also required the daimyo to pay for projects, such as road building in their territories. This restricted their wealth.

FIGURE 13-4 This woodblock print by Utagawa Sadahide created in the mid- shows Yoritomo, a daimyo, and his attendants setting off to go to his domain. What does this image tell you about the power and wealth of the daimyo?

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Increasing the Shogun’s Power Decreasing the Daimyo’s Power

The shogun enforced an existing law that banned peas- Without weapons, the were useless to the local ants from owning weapons or . daimyo who might try to raise armies.

A network of secret was established. Anyone Needing permission to marry or to alter their , the accused of threatening the shogun’s power was consid- daimyo could not make military alliances against the ered guilty and punished severely. shogun or build up their defences.

One-quarter of all the agricultural land, mines, ports, Loyal daimyo were given villages to govern. It was their and cities in Japan were owned by the shogun. responsibility to collect taxes, order, and pay for road building and flood control projects in the area.

FIGURE 13-5 Which means of controlling the daimyo would be most effective in ensuring loyalty? Which would ensure obedience?

Despite the measures taken by the shogun, there were many Think IT THROUGH disturbances and urban riots during the Edo period over taxes and How might alternate food shortages. However, through all these, the Tokugawa shogun attendance result in the flow maintained control over Japan. of goods and ideas between Edo and the domains and from one domain to A Feudal Society another? The story of the 47 ronin illustrates three of the levels of Japanese society: the emperor, the , and the samurai. Japan had a feudal system FYI… which was based on land; local lords controlled domains and they supported themselves by collecting taxes from peasant farmers. By the late , many daimyo The rigid social structure was intended to help the shogun to main- became indebted to merchants. According to historian Mikiso tain control. Membership in each class was hereditary, that is, deter- Hane, many daimyo gave up mined by birth. Although people could not officially move up in the their “traditional attitude of hierarchy, people in lower levels did manage to improve their situation superiority” and “appeal[ed] to through hard work, talent, or gaining wealth. the wealthy merchants for money with lowered heads.” Roles in Society Strict rules governed the behaviour of each class. There were 216 rules regulating dress for everyone from the emperor to the lowest member of society. For example, an upper-class woman had to wear 12 silk with an exact combination of colours showing. In contrast, peasants were not allowed to wear clothing made of silk, even if they were silk farmers. There were rules regarding houses and possessions. There were even rules that dictated to whom each person had to bow and how low. Punishments were harsh for anyone who disobeyed.

FIGURE 13-6 wore a traditional 12-layered robe to her Enthronement Ceremony in November 1990. This garment severely restricts the wearer’s movement. What might this suggest about women’s role in upper-class society?

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VOICES in Canada Today

When people have the opportunity to change their On the Other Hand . . . position in society, this is called “social mobility.” In Japanese feudal society there was officially no social • . . . higher education has helped many children of mobility. poorer families to obtain better jobs than they Many Canadians think that social mobility is a fact might otherwise have obtained even if top posi- of Canadian society. But how true is this? tions are closed to them. Here are some quotations from the Canadian • . . . antidiscrimination laws or efforts at employ- Encyclopedia article, “Social Mobility”: ment equity (equality) are especially valuable for On One Hand . . . traditionally excluded groups such as women and racial minorities . . . especially in public- • . . . people born into wealthy and important fami- sector organizations such as government and lies are likely to live their lives as wealthy and universities. important people . . .

• . . . Canadians do not enjoy equal opportunity to Think IT THROUGH advance . . . 1. Discuss the quotations with a group. What conclu- sions can you come to about social mobility in • . . . positions in medical schools are disproportion- Canadian society? ately (in very high numbers) filled by the children of doctors, and even in many skilled trades the 2. How can people move up in Canadian society? right or opportunity to enter is passed from parent 3. What do you think it would be like living in a soci- to child. ety with no social mobility whatsoever? • . . . characteristics such as gender, race, religion and class of origin—also appear to hinder (get in the way of) entry into the (privileged class).

FIGURE 13-7 What does this street festival suggest about social mobility in this Canadian city?

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BUILDING YOUR SKILLS

Researching a Topic

You want to get an update on Japan. How has the organization of the government changed? Is there still an emperor, a shogun, or daimyo? You might head straight for the computer or the library to start your research, but there are many sources of information for you to consider. FIGURE 13-8 The emperor, empress, and their family. How Topic: ______is the role of Japan’s imperial family today similar to its role in the Edo period?

Your experience • Don’t forget periodicals—publications People which come out at regular periods—such as journals or newsletters. Books • Internet databases allow you to search Internet sites and articles from periodicals. You can narrow databases your search by time period or by reading Television/video level. Databases often supply abstracts, or summaries, of the articles. You can use CD-ROMs (e.g., Encarta) these to help you decide if you want to Newspapers and read the whole article. magazines

Other Try It! Research the current Japanese government, including the role of the emperor. Remember, the fewer sources you use in your research, the greater the chance that the infor- 1. Using the research tool at left, brainstorm mation you find could be unreliable, out- specific sources of information for each dated, incomplete, or biased. Keep these tips category, and ideas for locating these in mind: sources. • For some topics, people can give you 2. Gather your information. Note which of information or points of view you won’t the sources you brainstormed were useful. find in other sources. 3. Discuss an aspect of the Japanese govern- • When using books, remember to check ment, e.g., the role the imperial family, or the copyright page for publication date the use of the police and military in main- and place, to make sure that the informa- taining control. Relate your findings to tion is not out of date. aspects of the Japanese worldview.

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The Samurai Like the of the European feudal system, Japanese samurai were SKILL POWER the much-respected class. During the Edo period, the samurai lived in castle towns controlled by the shogun or daimyo they served. When you write a Only the samurai were allowed to have swords. They carried a large research report, you need to keep track of all curved sword, sharp enough to slice an enemy in two, and a smaller the sources you used for sword used to cut off the head of the defeated enemy. There were many reference. These should subdivisions in the samurai ranks. The lowest and least honourable be included in a bibliog- were the ronin, the samurai without masters. raphy page at the end of Although they had privilege and status, samurai were forbidden your report. Every to become involved in trade or business. In peacetime they were source in which you posted as officers in rural towns and took various duties, including found ideas or quota- tions must be listed. surveying land, collecting taxes, and keeping order. The samurai code Taking other peoples’ of honour dictated that they live simple and thrifty lives. In reality, ideas without acknowl- they had little choice. edging them is called plagiarism and is unethical. • Items in a bibliogra- phy are arranged in alphabetical order. Alphabetize by the author’s last name. If there is no author, alphabetize by the first main word of the . • Here is one example of appropriate bibli- ographic style: Schomp, Virginia. Japan in the Days of the Samurai, Benchmark Books, 2002.

FYI…

By the Edo period, samurai swords were a symbol of the samurai’s . The samurai used them to reinforce the social order, with the right to behead any who FIGURE 13-9 Putting on samurai was a complicated and time-consuming procedure offended him. A samurai’s that involved many stages. Four stages of the procedure are shown here. sword was considered to be his soul.

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Zoom In > The Way of the Warrior

The samurai stood for many virtues—honour, agony by beheading him. was consid- bravery, unquestioning loyalty, self-discipline, and ered even more honourable if the samurai com- self-denial. A samurai warrior was expected to be posed a poem at the time of his death. brave when faced with pain or death and be pre- • In what ways were values and behaviour of the pared to die fearlessly in battle. These became the samurai similar to those of the knights and ideals for everyone in Japanese society during the monks of medieval Europe and humanists dur- Edo period. The samurai had to be agile and fit to wield his ing the Renaissance? In what ways were they sharp sword. It was also expected that his mind different? would be trained and sharpened by constant dedi- • The warriors of the Alberta plains shared many cation to learning. For example, many samurai of the values of the samurai, but there were studied poetry and philosophy. some important differences, too. What differ- The idea of honour is the key to understanding ences do you think result from the lack of met- the samurai. The samurai was ready to die for his als in Plains First Nations culture? What honour or the honour of his daimyo. The samurai differences do you think result from the lack of had the privilege of committing seppuku (sep-poo- a class structure similar to feudal Europe’s, or koo), or ritual . Seppuku was regarded as the strict Japanese social structure? an honourable alternative to humiliation or public shame. It also showed others that the samurai had failed or let the group down. When committing seppuku, the samurai would plunge a small sword into his abdomen and slice it open. Then, an aide would end the samurai’s

FIGURE 13-10 Although this image of a samu- rai is modern, the armour is very similar to that which would have been worn in Edo Japan. Why do you think the image of the samurai is so appealing even now in Japanese society?

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EXPLORING SOURCES

A Peasant’s Life Peasants’ labour was continuous and back- breaking. Here is a comment about peasants by an official in Edo Japan. What does it suggest about how peasants were seen by higher classes?

The more you squeeze them [the peasants] the more oil you get out of them.

FIGURE 13-11 This late print by an unknown • Look at the picture to the right. Compare the artist shows peasant farmers working in the fields. peasants’ clothing to that of the daimyo and samurai class.

Peasants LINK UP Farmers were considered important in Edo Japan because they pro- The lives of farmers in Edo Japan duced the food that sustained the society. Laws controlled every aspect were similar to those of of the peasants’ life. They were forbidden to smoke tobacco or to drink peasants in medieval Europe. ■ rice wine, and they needed special permission to travel outside their district. The rules regulating their lives were similar to those imposed on First Nations peoples living on reserves before the . They were not allowed off the reserve to work and required signed permission from an Indian Agent to leave for any reason.

Artisans Japanese artisans or craftspeople usually lived in towns and cities. An artisan’s son was restricted not only to the class of his father but also to the particular craft that his father practised. The objects produced by the artisans of Edo Japan—high-quality paper and porcelains, lacquered or enamel containers, even practical articles such as clocks and pans—were both useful and beautiful. Although artisans were extremely skilled, their status was lower than that of peasants. This was because they were not primary producers; their work required mate- FIGURE 13-12 This late 16th century print of a sword- smith was done by an unknown artist. Swordsmiths were rials produced by others. A weaver, for example, relied the most honoured of all artisans. What does this suggest on the silk farmer for silk. about the Japanese worldview?

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Merchants Think IT THROUGH Merchants bought items from artisans to trade or sell to others. They arranged for the shipping and distribution of food, and stored rice in Based on what you learned their warehouses. Because rice was used as currency during most of the about the history of the Medici family of Renaissance Edo period, merchants performed a function similar to that of bankers. Florence, do you think the Since they didn’t actually produce anything, merchants were offi- government of the shogun cially at the bottom of the social order. They had to live cautiously, as was wise in controlling the government spies reported merchants who showed off their wealth or merchant class? dared to criticize the government. The government could punish them by confiscating, or taking over, their businesses.

FIGURE 13-13 This street scene in early shows merchants displaying fans and wares. It is from a screen called Famous Places in Kyoto done in the early by an unknown artist. Can you guess the class of any of the shoppers or people on the street? Explain your thinking.

Women in Edo Society In Edo Japan, the class that women were born into deter- mined their responsibilities, as it did for the men. For example, women born to the samurai class were expected to give their children a proper samurai upbringing. Women in rural areas had more freedom than women. As well as working in the home, they worked in the fields with their husbands planting and harvesting crops, gathering wood, and raising silk worms. However, in the overall hierarchy of society, women were always considered lower than men.

FIGURE 13-14 A mother and her two children. Her Women did not have legal existence in the Edo period; son, seated, is in samurai dress. they could not own property.

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EXPLORING SOURCES

Women’s Duties A samurai textbook from the Tokugawa period had • How does a woman’s duty to her husband relate this to say about the wife’s duty to her husband. to a samurai’s duty to his daimyo? To a daimyo’s duty to his shogun?

A woman must think of her husband as her • How do these instructions compare with your lord, and she must serve him reverently.... In ideas about the relationship between a husband her dealings with her husband, her facial and wife in Canada today? expressions and her language should be courteous, humble, and yielding. She should • Compare Japanese women with women in never be peevish or obstinate, never rude or European feudal society. arrogant. When her husband issues instructions, she must never disobey them.... A woman should look on her husband as if he were heaven itself.

Scholastic World Japan

FAST FORWARD

Two Modern Princesses

Before Princess Sayako’s wedding, she visited shrines to gods and past emperors in the grounds of the Imperial Palace where she lived. Upon her marriage she was forced to give up her imperial title and become a commoner. In Japan, tradition does not allow her to become emperor. At the time, many people in Japan expressed disap- proval of this system. They felt that the imperial FIGURE 13-15 Princess Sayako of Japan married a system treated royal women unfairly. commoner, Kuroda Yoshiki, in 2005. Here she listens to her is married to Princess mother, Empress Michiko, before her marriage. Sayako’s older brother, the Crown Prince . The emperor and empress became very Think IT THROUGH concerned when Princess Masako didn’t have a 1. To what extent do the duties of these modern child for five years after getting married. When Japanese princesses reflect Edo values? she finally had her first baby, it was a girl. Pressure continued for her to have a boy who 2. Today, in many modern societies, women and could be heir to the throne. Finally, Princess men have equal status. Why do you think royal Masako had to step down from her royal duties institutions are slow to catch up to modern because of stress. attitudes?

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Outside Edo Society Outcasts were people who were shunned or ignored by other classes because of their work. Usually, they had occupations that in some way involved death. Leather tanners, butchers, and those who disposed of animal carcasses were all outcasts. People with leprosy and some enter- tainers were also considered outcasts. Under the Tokugawa shogun, outcasts had to live apart from the rest of society, and they were not allowed to change their jobs, enter a peasant’s home, or be in a city after 8 p.m. The Ainu, Japan’s indigenous people, also were separate from the feudal hierarchy. Although they had lived for many thousands of years on the islands of Japan, they were excluded from Japanese society. It FIGURE 13-16 A young Ainu wasn’t until 1997 that the were officially recognized by the woman in traditional dress. How Japanese government as an Indigenous people. This meant that their do her clothes and tattooed lips emphasize the differences distinct culture would be protected and supported. However, some between the Ainu and other Ainu feel that the legislation does not go far enough because Japanese people? ◆ it defines their culture too narrowly as language, music, dance, and crafts ◆ it does nothing to reverse the years of discrimination and assimila- tion policies, that is, trying to make the Ainu give up their culture and become “Japanese”

Over to YOU

1. a. Complete the chart below, listing the 2. Compare the status and political power of responsibilities of the different parts of merchants in Renaissance Europe, Aztec society, Japanese society in the Edo period and the and Edo Japan. Which society most closely matches way that the shogunate used military power the way you think successful business people are to enforce the rules. viewed in Canadian society today?

3. It is not only in Japan that Indigenous peoples have Responsibilities Enforcement been kept separate from the organization of society. Emperor In the Indian Act, the Canadian government outlined, and in some ways drastically limited, the Daimyo rights of First Nations peoples. Do research to find out what these limitations were and whether they Women still exist. Outcasts and Ainu

b. In a small group, brainstorm your responsibilities in Canadian society, and how they are enforced. Discuss if you think that military force would be the best way to control a society like Canada’s.

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Honour and Duty

How important are the ideas of “honour” and “duty” in your life? For How did social controls example, do you think about how the actions of your family members shape Japanese identity affect the honour of your family as a whole? Do you ever find yourself and ? thinking that other people’s behaviour dishonours you? What are your everyday duties and how seriously do you take them? Do you hear people around you talking about honour or duty very often? Think IT THROUGH In the story of Lord Asano and the 47 ronin at the beginning of the In what situations do you chapter, you saw that honour was very important in Edo society. Lord think that it is your duty to Asano felt that Lord Kira had dishonoured him. Obedience to authority submit to the rules made by was important to the ronin, but their duty to avenge Lord Asano’s dis- people in authority over you? In what situations do you honouring and death was more important than the law. think that you need to stand up for your rights as an individual? Is it sometimes hard to know the difference?

FIGURE 13-17 Sometimes the sense of duty of different groups of people can lead to conflict and even violence. This 2001 photograph shows an angry confrontation between protesters and police. In this case, the protesters felt that it was their duty to demonstrate against a free trade conference being held in Québec City. The police had a duty to follow the Prime Minister’s orders to remove the protesters from the area of the conference.

Toward a Harmonious Society Think IT THROUGH The Tokugawa shogun did not create the Japanese social structure. Why is it important for a However, they used its values and social controls to support their rule. government to maintain order? By what means do “Social controls” are the rules and customs in a society that regulate modern people’s behaviour. The purpose of social controls is to maintain order maintain order? in a society.

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The teachings of played an important role in the Japanese acceptance of class distinctions. was a Chinese scholar whose teachings for moral, that is right, living were brought over to Japan by Buddhist monks. Confucianism taught that everyone had a proper place in society. If everyone accepted their duties and obligations, there would be and order. If not, there would be chaos and suffering. Many of Confucius’s sayings encouraged people to be modest and work and study hard. He stressed the need for rituals of proper behaviour and compassion. One of his famous sayings was; “What you do not wish for yourself, do not do to others.” Confucius taught that there were five basic relationships. They are shown on this chart with the most important rela- tionship at the top. The responsibilities of each party in the relationship are at the bottom.

FIGURE 13-18 Confucius lived between approxi- mately 551 and 479 B.C.E.

LINK UP Ruler Subject

Confucius also said, “I am not Father Children one who was born in the Husband Wife possession of knowledge; I am one who is fond of antiquity, and Older brother Younger brother earnest in seeking it there.” What Friend Friend aspect of Renaissance that you explored in Chapter 3 Duties and Duties and does this saying reflect? ■ obligations: obligations: • to be a wise and • to obey just leader • to respect Think IT THROUGH • to support and • to honour Take one of the first four provide for the pairings in the chart, and other write down specific • to protect the examples for the various duties and obligations. Do other the same for the Friend/Friend relationship. • In partners, discuss why the friendship relationship might be considered important, even though it In Edo Japan, samurai schools and schools for commoners stressed is the only one in which both individuals are equal. Confucian ideals of duty, especially what is called filial piety, or faithfulness and devotion to parents.

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VOICES Social Uniformity

If you went on a trip to Japan, you would probably Unesco education adviser Susan Nkinyangi com- meet classes of elementary and high school students ments on school uniforms in Africa: at every site you visited. One thing you would notice The idea behind the uniform was that it unifies is that they would all be wearing uniforms. Some students so rich and poor look alike. But in might be wearing traditional military-style uniforms. reality, they cost parents often what they can- Characters in Japanese and comics often not afford. wear these uniforms. Increasingly, however, many schools are adopting new uniforms—a white shirt, necktie, blazer with school crest, and dress pants or Think IT THROUGH tartan skirts—that are more similar to the private school uniforms worn in North America. 1. Are uniforms a good way to create equality among students? Explain your thinking.

School Uniforms — Two Perspectives 2. Create a questionnaire and interview a range of people about the issue of uniforms for students. In 1996 former US President Clinton endorsed Present your findings to the class in an oral pre- uniforms: sentation. How did your findings affect your own If it means that the school rooms will be more ideas on this subject? orderly and more disciplined, and that our 3. How do people in your school use clothing styles to young people will learn to evaluate themselves express their identity as part of a particular group? by what they are on the inside, instead of what they’re wearing on the outside, then our public schools should be able to require their students to wear uniforms.

FIGURE 13-19 These are middle school students in Kyoto, Japan. Given what you have learned about the Japanese, how do you think these students feel about wearing uniforms?

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FAST FORWARD

Edo Values in Modern Japan

Some of the values of Edo society still play an overtime that they are expected to put in at their important role in modern Japanese life. A job and challenging the idea of lifetime security favourite Japanese proverb is “the nail that sticks by transferring to other companies. Also, more out gets hammered down.” Japan continues to be Japanese women are making the choice to a society where self-discipline and loyalty to the remain single, a practice which was severely group are highly valued. frowned on in the past. Japanese people are For much of the 20th century, the Confucian slowly beginning to place a higher value on their duties and obligations between a lord and his individual needs. samurai were reflected in the relationship between Japanese companies and their employ- Think IT THROUGH ees. The samurai evolved into the modern “salary man” or businessman who carried a briefcase 1. How does advertising in the media portray the ideal person in Canadian society? What images are instead of a sword. The company expected a life- used to persuade you to conform to this ideal? time of loyal service from employees. In return, it guaranteed them lifetime security. 2. When is conformity a positive thing? When is it Although various sectors in Japanese society not? Think about examples in your own life. such as business, the state, and the media, still 3. In some Indigenous and First Nations cultures, promote these traditional ideals, life in Japan has including the Aztec culture that you read about in begun to change. Family life has suffered as a Chapter 8, the welfare of the group or nation was result of the dedication of Japanese men to their of more importance than the welfare of an jobs—women have full responsibility for manag- individual. Think of an example in your own life ing the household and raising children, and chil- when you had to make a choice between your own dren get to spend little time with their fathers. As needs and the needs of a group. What factors did a result, men are questioning the long hours of you base your decision on?

FIGURE 13-20 The Japanese are great fans of Anne of Green Gables. The Green Gables house on Prince Edward Island is a popular place for Japanese couples to get married. Why do you think that many Japanese people might be intrigued by this character who is a symbol of individuality?

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FIGURE 13-21 In the armed forces, individuals are placed in groups, and in many situations the whole group is responsible for the behaviour of each member. Of what groups are you a member? In what ways do members of these groups help one another and share responsibility and/or blame?

Think IT THROUGH Group Responsibility and Shame How might being a member As masters of the farmers, artisans, and merchants, the samurai of a small group benefit used their power to keep order in Japanese society. They organized people in a society? How the lower classes into groups of five families called goningumi might it affect people’s (go-neen-goo-mee). Members of these groups were supposed to help behaviour if they knew that everyone in their group each other. Also, each person was considered responsible for the behav- would be punished for their iour of the others in the group. Everyone in the group could be pun- wrong behaviour? ished if one person was disobedient, did not show respect to a superior, or did not work hard enough.

Over to YOU

1. a. It is said that harmony is the goal of every group 3. Review the Building Your Skills on page 288. and every society. Without it, law and order Research the philosophy of Confucius to develop a crumble and citizens eventually suffer as a list of five sayings. result. How did social controls instituted by the a. Explain the meaning of each saying. shogun attempt to bring harmony and order to b. Discuss whether each saying reflects the values Edo Japan? Create a web diagram with “Harmony and beliefs of Japanese culture during the Edo and Order” in the centre circle to show your Period. thinking. c. Which sayings reflect your own worldview? Create b. What rules exist in your school and in your class- an illustration for one of these sayings. room to ensure harmony? Which rules would you change? Why?

2. Today, Japanese culture still stresses living in harmony, which requires an emphasis on conformity. Conduct a debate on this question: Does conforming affect a person’s identity?

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First Contact With the West

In this chapter, you have seen how the shogunate used military and What threats had the Japanese government social controls to shape Edo society. The Japanese were developing a faced from contact with a strong sense of their identity as a people. Now take a step back in time different culture? to 1534, 50 years before Tokugawa Ieyasu united Japan. It was the European Age of Exploration and, like other peoples around the world, the Japanese came into contact with a culture very different from any Think IT THROUGH they had see before. How do you think they might have responded? Based on what you know about Japanese society, why do you think they might The “Southern Barbarians” think of outsiders as In Chapter 5, you read about Portuguese explorers who set up trading “barbarians”? Although ports in areas around the Indian Ocean. During this time, in 1543, a people don’t use such words Portuguese ship was wrecked off the shore of a small Japanese island. today, do you think similar attitudes contribute to The Portuguese sailors said that they had come to exchange “what modern racial intolerance? they had for what they did not have”; in other words, they were traders. Because they approached Japan from a southerly direction, the Portuguese became known as the “southern barbarians.” They FYI… were soon followed by Spanish, Dutch, and British traders and by

The Japanese were fascinated Christian missionaries. by Portuguese firearms. They were familiar with gunpower from their contact with the Chinese, but they had never seen weapons like the light Portuguese guns. Japanese swordsmiths began to make copies of these new weapons.

FIGURE 13-22 This by an unknown artist was done in the 17th century. It shows a Portuguese ship unloading goods. The Japanese had never seen peo- ple like the Portuguese sailors, nor had they seen vessels like the ships they sailed. In this painting, what elements does the artist emphasize as looking strange? What is shown in a more traditional way?

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At first, the Portuguese and the Japanese had favourable impressions FYI… of each other. However, they did have many differences, both cultural European objects and styles and religious. Portuguese society, which had been influenced by became fads in Japan. The Renaissance values and ideals, favoured competition, the individual, upper classes wanted the velvet and a more flexible social structure. and satin capes, golden medallions, candlesticks, New Kind of Belief hourglasses, and fur robes they saw the Portuguese using. , a Jesuit, arrived in Japan in 1549 to start missions to convert the upper classes, the daimyo and the samurai, to Christianity. Many Portuguese and Spanish Jesuits came after Xavier. The Portuguese also sent Franciscan priests, who worked with the poor and lower classes. As you have seen, the religious beliefs of the Japanese people were a combination of worship of , the Confucian code of correct behaviour, and the Buddhist value of self-discipline. There were some basic similarities between the beliefs of the Christian and Japanese values. Both had ethical codes, that is, rules about right and wrong behaviour; for example, both believed that murder and stealing are wrong. However, the Christian idea of one god was new for the Japanese.

FIGURE 13-23 This six-fold screen was done in the early 17th century by Naizen Kano. It shows the in grey and the Jesuits in black.

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FIGURE 13-24 Christian Areas and Communities of Japan Around 1640. What can you tell about the spread of from this map? As you will see on page 306, the shogun began to persecute Christians in 1614.

N OF JAPAN

Sendai

Kanazawa HONSHU JAPAN Edo Kyoto Strait PACIFIC OCEAN Hakata Hirado KYUSHU Area predominantly Christian EAST CHINA 0 100 200 km Other areas where Christian SEA communities were established

Think IT THROUGH The story of the 47 ronin showed that the Japanese were expected to be totally loyal to their daimyo, emperor, and the shogun. The How do you think a daimyo Christian missionaries, on the other hand, taught that a person’s spiri- would feel about these Christian beliefs? How might tual loyalty should be to God in heaven. The royal rulers that European it be different from the way Christians obeyed represented and served that higher heavenly author- a Japanese commoner would ity. It became clear to the shogunate that what Christianity stood for respond to these ideas? was very different from the beliefs that were considered an essential part of the Japanese identity.

Over to YOU

1. a. Using a chart like the one below, fill in the ways b. Decide which level of Japanese society would that these elements of culture might have most to gain from adopting the new culture, threaten the control the shogun had over the and which would have most to lose. Write a Japanese people. dialogue between characters representing the perspective of each of these groups. Fads and Fashions 2. Imagine you are a Portuguese trader interested in New Military Technology trading with a Japanese merchant. Write a letter A More Open Culture home describing your impressions of Japanese The Christian Religion society and its beliefs and values.

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Explore the Big Ideas

When Tokugawa Ieyasu became shogun of Japan, he supported a strong feudal state with a rigid hierarchy of social classes and strict rules of behaviour. 1. a. Complete the web below. Use the next level of circles to show how these values and beliefs relate to Edo society.

Honour and Duty Loyalty

Structure of Government and Decision Making

Order and Harmony Respect for Authority

b. Working in a small group, compare your individual webs and prepare a short presentation for the class of your combined ideas. c. Using the same template, fill in the web to show your impressions of Canadian culture. Which of the values are the same as in Edo Japan? Which are different? Working in pairs, use the concepts in the webs to create and present a poem for two voices.

2. During the Edo period, Asano and • appeal to the masses: say that a. In a small group, select five his 47 samurai were considered “everybody is doing it” advertisements from maga- heroes. • testimonials: a celebrity or a zines, newspapers, radio or TV a. Create a collage to illustrate trusted authority promotes the commercials, or Internet ads. the characteristics of a hero in product Discuss what kind of persua- sive technique is used in each Japanese society at that time. • transfer: show an attractive or ad. Which ones encourage con- successful person; people will b. On the back of your collage, formity? Which ones encourage think that if they use the prod- write characteristics that are individuality? heroic in today’s society and uct, they will also be attractive explain why. or successful b. Present your five samples and • plain folk: show everyday peo- the results of your discussion to 3. In order to sell products, ple to suggest that the product the class. advertisers often use techniques is commonly used by “ordinary that encourage conformity. people.”

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